DOI
https://www.doi.org/10.14305/jn.19440413.2026.18.2.05
Abstract
Generative artificial intelligence (GenAI) is increasingly used in lesson planning in teacher education. There has been a growing interest in exploring the different practices of teachers using GenAI to support lesson planning. This conceptual paper, using posthumanism as a framework, synthesizes three empirical studies to conceptualize pre-service teachers’ agency in AI-supported lesson design on literacy instruction. Pre-service teachers’ agency emerges from the interaction with GenAI, as well as with other human and non-human resources. Although their agency is shared and distributed during the design process, it remains essential for pre-service teachers to actively exercise their agency and make informed judgments and professional decisions. Recommendations are provided for preparing future teachers in teacher education programs.
Recommended Citation
Wen, W., & Wen, H. (2026). Rethinking Pre-service Teachers’ Agency in AI-Supported Lesson Design Through a Posthuman Synthesis of Three Empirical Studies in Teacher Education. Excelsior: Leadership in Teaching and Learning, 18(2). https://www.doi.org/10.14305/jn.19440413.2026.18.2.05 CCBY.
Included in
Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
